The Common Core standards provide an opportunity to develop students’ critical thinking skills and challenge them to become life-long learners.
To learn more about the Common Core standards visit http://schools.nyc.gov/Academics/CommonCoreLibrary/ForFamilies/default.htm or http://corestandards.org/
Grades K–2 Literacy Curriculum
Written by K–2 teachers, PS 110’s new literacy curriculum reflects a
progression of learning aligned to the Common Core Standards. In order to strengthen key routines and big
ideas in literacy, each grade’s curriculum builds on the previous year.
Similarly, each lesson within a module builds on a previous lesson. Each module
in both reading and writing opens with a rationale – what teachers will be
teaching and why. Each module includes learning outcomes, scripted anchor
lessons, explicit teaching targets, recommendations for mentor (teaching) texts
and other resources (charts, paper choices, etc.). The writing is
teacher-friendly (written by teachers for teachers), aligns with the CCLS and includes/embeds references
to a Responsive Classroom (to build a
respectful community) and developmentally appropriate practices such as Move
to Improve (to provide movement breaks in classrooms).
The emphasis on behaviors and rules that connect to student learning goals enables teachers to establish efficient routines. These routines promote independence and help build a positive community with a shared purpose that not only sets the stage for learning, it elevates learning opportunities.
In addition to aligning with reading and writing standards, there is an emphasis in the K – 2 curriculum on speaking and listening standards - important skills for young learners to develop since much of their reading and writing is focused on oral language. To leverage transition time in Kindergarten, parents dropping off their children will be invited to engage in purposeful activities (i.e. literacy centers, math games) to support the purpose of that valuable time with their children as well as supporting classroom learning.
To view the curriculum calendar, click on this link:
PS 110 selected Common Core for its mathematics curriculum Pre-K–5. Curriculum modules are highlighted by an in-depth focus on fewer topics. They integrate the CCLS, rigorous classroom reasoning, extended classroom time devoted to practice and reflection through extensive problem sets, and high expectations for mastery.
The structure of the curriculum is very deliberate and includes routines on each grade level such as: fluency practice (previously taught material reviewed for mastery), application problems (problems designed to bridge two lessons), concept development (learning new content is taught), problem sets (independent application of learning), student debrief (whole class reflection on lesson and teaching) and exit tickets (students work independently to demonstrate mastery to the teacher).
Pre-Kindergarten mathematics is about (1) developing an understanding of whole numbers using concrete materials, including concepts of correspondence, counting, cardinality, and comparison; and (2) describing shapes in their environment.
Kindergarten mathematics is about (1) representing, relating, and operating on whole numbers, initially with sets of objects; and (2) describing shapes and space.
First Grade mathematics is about (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
Second Grade mathematics is about (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
Third Grade mathematics is about (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes
Fourth grade mathematics is about (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; and (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
Fifth grade mathematics is about (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to two-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
PS 110's science program is a hands-on, inquiry-based approach to science. Students are actively engaged in the discovery process and are given the opportunity to explore their own predictions and ideas on a wide variety of topics. Through this program students not only gain knowledge about scientific concepts but build their skills as scientists and researchers as well. In addition, students are given the chance to work independently, and in cooperative groups, and to express their ideas in written, oral, and pictorial forms giving students a well-rounded science experience.
School teams will work to develop services and supports that minimize the impact of a student’s disability and maximize the opportunities that each student has to participate in general education. This means that a student might have different special education services during different parts of the day. For example, if a student needs more support in reading, she might work directly with a special education teacher to develop her reading skills but might be in a general education class for math. This type of programming of services and supports would be accurately reflected in the student’s individualized education program (IEP).
If you have questions about the way students with disabilities are being taught at PS 110, please contact our parent coordinator or principal. To learn more visit http://schools.nyc.gov/Academics/SpecialEducation/default.htm